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As centerpiece to its sesquicentennial celebration in 2007-08, IowaState University has commissioned a book to record, for the firsttime, the events and themes of the second half of the 20th century.Emphasizing the years from 1940-2000, this book builds on anearlier history of the University by Earle Ross. The authors,familiar with (knowledgeable about) ISU and expert in their subjectarea, have meticulously researched and skillfully written tenchapters that treat specific decades, particular administrations,or key topics of interest. Written in a lively narrative style, this anthology encompassesa wealth of information. The authors have focused on appealing tothe largest possible audience of Iowa State University supportersand well-wishers: alumni, faculty and staff, and fans throughoutthe state of Iowa. Some will want to read it from cover to cover;others will dip in to relive their years on campus or to pursue afavorite topic like student life or athletics. To enhance thehistorical narrative, entertaining vignettes about students,faculty and administrative leaders, and alumni appear throughoutthe book. Generously illustrated with black-and-white photographs, thisbook invites casual browsing. Its attractive design increasesvisual appeal by using a clean, open layout and readable type. Toensure its value as a gift book, a handsome full-color jacket and 8x 11 format make it suitable for coffee table display whereverloyal Iowa Staters gather. Part 1 contains 4 chapters, leading off with a survey of themajor developments of Iowa State College’s first 80 years,followed by a chronological approach to the years from 1940 forwardthat highlights presidential administrations. Part 2 broadens thebook’s coverage with 6 chapters telling the ISU story fromthe perspective of topics such as the physical landscape of campus,the national and international impacts of the University, and IowaState athletics through the years. This broad-brushed overview of ISU history is rich with detailyet emphasizes the grand themes that defined the nation’sfirst land-grant university.
Today, Purdue Extension delivers practical, research-based information that transforms lives and livelihoods. Tailored to the needs of Indiana, its current programs include Agriculture and Natural Resources, Health and Human Sciences, Economic and Community Development, and 4-H Youth Development. However, today's success is built on over a century of visionary hard work and outreach. Scattering the Seeds of Knowledge: The Words and Works of Indiana's Pioneer County Extension Agents chronicles the tales of the first county Extension agents, from 1912 to 1939. Their story brings readers back to a day when Extension was little more than words on paper, when county agents traveled the muddy back roads, stopping at each farm, introducing themselves to the farmer and his family. These Extension women and men had great confidence in the research and the best practices they represented, and a commanding knowledge of the inner workings of farms and rural residents. Most importantly, however, they had a knack with people. In many cases they were given the cold shoulder at first by the farmers they were sent to help. However, through old-fashioned, can-do perseverance and a dogged determination to make a difference in the lives of people, these county Extension agents slowly inched the state forward one farmer at a time. Their story is a history lesson on what agriculture was like at the turn of the twentieth century, and a lesson to us all about how patient outreach and dedicated engagement-backed by proven science from university research-reshaped and modernized Indiana agriculture.
The University and the People chronicles the influence of Populism—a powerful agrarian movement—on public higher education in the late nineteenth century. Revisiting this pivotal era in the history of the American state university, Scott Gelber demonstrates that Populists expressed a surprising degree of enthusiasm for institutions of higher learning. More fundamentally, he argues that the mission of the state university, as we understand it today, evolved from a fractious but productive relationship between public demands and academic authority. Populists attacked a variety of elites—professionals, executives, scholars—and seemed to confirm academia’s fear of anti-intellectual public oversight. The movement’s vision of the state university highlighted deep tensions in American attitudes toward meritocracy and expertise. Yet Populists also promoted state-supported higher education, with the aims of educating the sons (and sometimes daughters) of ordinary citizens, blurring status distinctions, and promoting civic engagement. Accessibility, utilitarianism, and public service were the bywords of Populist journalists, legislators, trustees, and sympathetic professors. These “academic populists” encouraged state universities to reckon with egalitarian perspectives on admissions, financial aid, curricula, and research. And despite their critiques of college “ivory towers,” Populists supported the humanities and social sciences, tolerated a degree of ideological dissent, and lobbied for record-breaking appropriations for state institutions.

Report

United States. Office of Water Resources Research

Published: 1965

Total Pages: 1150


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Over the past two hundred years, Americans have reproduced George Washington’s Mount Vernon plantation house more often, and in a greater variety of media, than any of their country’s other historic buildings. In this highly original new book, Lydia Mattice Brandt chronicles America’s obsession with the first president’s iconic home through advertising, prints, paintings, popular literature, and the full-scale replication of its architecture. Even before Washington’s death in 1799, his house was an important symbol for the new nation. His countrymen used it to idealize the past as well as to evoke contemporary--and even divisive--political and social ideals. In the wake of the mid-nineteenth century’s revival craze, Mount Vernon became an obvious choice for architects and patrons looking to reference the past through buildings in residential neighborhoods, at world’s fairs, and along the commercial strip. The singularity of the building’s trademark piazza and its connection to Washington made it immediately recognizable and easy to replicate. As a myriad of Americans imitated the building’s architecture, the Mount Vernon Ladies’ Association carefully interpreted and preserved its fabric. Purchasing the house in 1859 amid intense scrutiny, the organization safeguarded Washington’s home and ensured its accessibility as the nation’s leading historic house museum. Tension between popular images of Mount Vernon and the organization’s "official" narrative for the house over the past 150 years demonstrates the close and ever-shifting relationship between historic preservation and popular architecture.In existence for roughly as long as the United States itself, Mount Vernon’s image has remained strikingly relevant to many competing conceptions of our country’s historical and architectural identity.
Report for 1871/1873-1903/1905 contains a list of additions to the miscellaneous and law departments.
The official journal of the Organization of Educational Historians The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.